Engineering in the
Elementary Classroom
Presenter: Karin Barone NBCT; STEM Specialist; Instructional Leadership
Corp; 4th Grade GATE teacher
Email: kbarone74@gmail.com
Engineering a Nametag
Problem: We have spent the past few weeks getting to know
everyone in our class, but there are so many names to
remember and Mrs.______is calling students by the
wrong name.
Design Challenge:
Mrs.________needs your help to remember your name!
Design and create a name tag for you to wear to help
others remember your name.
Criteria and Constraints
2 index cards
1 paper clip
Scissors
tape
Construction paper
1 glue stick
yarn
colored markers




Must have your first and last name spelled correctly
Must have 3 things about yourself shown on nametag
Must use at least 3 colors
Must be able to stay somewhere on your body without being
held with your hands
Time: 10 minutes
Further Challenge/redesign: less materials ???
*Can be given with the supplies, posted on the board, or in the
form of a QR code at the tables
Technology Integration
 Trading Cards - iPad App
 Skitch – iPad App
 Photo Card – iPad App
Creative Commons integration
Can be utilized throughout the year for character
studies, biographies, and interviews.
What is engineering?
What do engineers
do?
According to the American Heritage
Dictionary
(2009), engineering is “the application of
scientific and mathematical principles to
practical ends such as the design,
manufacture, and operation of efficient and
economical structures, machines,
processes, and systems.”
October 2009 issue, eGFI states the following:
Engineers solve problems using science and
math, harnessing the forces and materials in
nature. They draw on their creative powers to
come up with quicker, better, and less expensive
ways to do the things that need to be done. And
they find ways to make dreams a reality. (p. 2)
 www.egfi-k12.org
Science
Engineering
Technology
. . . is the body of knowledge
of the physical and natural
worlds
. . . is the application of
knowledge in order to design,
build, and maintain
technologies
. . is the body of knowledge,
systems, processes, and
artifacts that results from
engineering
. . . seeks to describe and
understand the natural world
and its physical properties
. . . seeks solutions for societal
problems, and needs, and
wants
. . . can be used to describe
almost anything made by
humans to solve a problem or
meet a need
. . . uses a process—the
scientific method—to generate
knowledge
. . . uses a process—the
engineering design process—
to produce solutions and
technologies
. . . results from the process of
engineering
Scientific knowledge can be
used to make predictions
Engineering aims to produce
the best solutions given
resources and constraints
Technologies are anything
made by humans to fill a need
or desire
Engineering Process
Engineering Challenge
Can you build the
tallest tower in
10 minutes without
talking?
Criteria and Constraints
 You can only use the materials provided: spaghetti
noodles and spice drops
 No talking is allowed; hand gestures and drawing are
allowed.
 Your structure can be made in any shape or design.
 It must be able to stand for 10 seconds without any
team members holding it.
 You must use a ruler to measure the height of your
structure.
What is STEM education?
• Interdisciplinary
• Provides engagement
• Promotes problem solving, critical thinking, and
collaboration
• Learner centered
• Information rich
• Teacher as facilitator
Why is STEM Education important?
 The global economy has flattened in terms of skills
and technology
 A new workforce of problem-solvers, innovators, and
inventors who are self-reliant and able to think
logically is one of the critical foundations that drive a
state economy's innovation capacity”
• 13 million Americans are Unemployed
• But 3.8 million jobs in the U.S. remain unfilled in the
STEM fields.
STEM Education Develops Skills That Allow
for a Deeper Understanding of Content
“
Reading and writing comprise over
half of the work of scientists and
engineers.”
(NRC 2011)
“STEM Education integrates all four contents of Science, Technology,
Engineering, and Mathematics.
It is the process of teaching that integrates
four disciplines to promote
•
•
•
•
•
real-world experience
teamwork
application of technology
discovery learning
problem-based or project based learning.
STEM is supported by the National Science Foundation and the
U.S. Department of Education.
Goal: College and Career Readiness
“STEM Education seeks to increase access to learning by preparing students
for post-secondary study, the 21st century workforce, and becoming
informed citizens.”
Current Matching Standard
Scientific & Engineering Practices
1. Asking
questions (for science) and defining
problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and
designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating
information
Engineering Challenge
Using only newspaper,
cardboard, and masking
tape, can you build a table 8
inches tall that can hold the
weight of a textbook?
Challenge Rules
 You must use ONLY the materials provided
 The table must be constructed on top of the table or other
flat surface
 You goal is to build a table that is at least 8 inches tall that
can hold the weight of a textbook
 The table must be free standing (it cannot lean on
anything)
 The cardboard piece must be used in your design.
 There are many different ways to complete this challenge.
Be creative!
 Student newspaper
table sample
 newspaper student
video
Technology Integration

Google Docs in planning stages


Can connect with other classrooms doing the same challenge and share ideas
Prezi/Google Slides: present steps and final product

Can share with other classrooms to create a presentation

iMovie

ShowMe/Educreations: interactive whiteboard presentation tools

Explanation of design

SeeSaw/Haiku ePortfolio: digital portfolio to save key learning

Padlet: interactive bulletin board

Thinglink: link information to pictures

The process or commercial

Learning beyond the classroom walls
Introducing Engineers
 Skype to speak with engineers
 Newsela
 Close reading of informative text at adjustable reading levels
 Discovery Education
 Close watching and close reading activities
 Ability to create a board
 Sally Ride Foundation
 Close reading of informative text
 The Secret Lives of Scientists and Engineers
 PBS Kids Dragon Fly TV
Where do you start?
with
Engineering
How to get started…
Path #1
1. Use the internet to find free engineering
projects/units
2. Try these out to help you get started and
understand how to set-up an engineering project
3. Look at the website suggestions on the hand-out
4. Collect supplies from students
How to get started…
Path #2
1. You have to understand the engineering design process
and how it differs from the scientific method
2. Look through your science TE’s and/or hands-on
curriculum, social studies textbook, and language arts
curriculum for engineering opportunities.
3. Take those opportunities and turn them into
engineering projects using the design process
4. Collect supplies from students.
How to create an engineering project
1. What is the problem to be solved or what needs to be created.
2. Develop your constraints (materials/time)
3. Assign jobs and roles for the students
4. Create some sort of lab sheet that you want the students to be
taking notes on
5. Create an assessment tool to evaluate the product at the end
6. Allow time for improvements or at least discussion of
improvements
7. Above all else, reassure the students, and yourself, that it’s
okay to FAIL: First Attempt In Learning
th
4
Grade Examples
Life Science:
 Imagine and create a new species of animal. Build
the animal, label the body parts, describe the
environment it would live in.
Earth Science:
 Make hieroglyphics in rock samples (EIE unit)
th
4
Grade Examples
Electricity/magnetism unit:
 After learning about types of circuits, make electricity
houses, or an electric city.
 Design a lunch box alarm (connects to Dear Mr.
Henshaw)
 Design a circuit board that can be used for content
review with questions
 Design a compass, or a telegraph
th
4
Grade examples
Language arts:
 Sled design for HM story
 Lunch box alarm (Dear Mr. Henshaw)
 Lunch Box alarm video
Social Studies:
 Design a way for Native Americans to communicate
while living on the mission
4th Grade: Language arts/engineering
21st Century Learning Skills:
• Critical Thinking
• Creative Thinking
• Collaboration
• Communication
Objective:
To work collaboratively to design an
Iditarod sled to take Balto and his
serum to Nome without falling out of
the sled.
Constraints:
• 1 day to design
• 1 day to build
• Must be light enough to be pulled
by washers
• Extra points awarded for creativity
Challenges:
• Yukon River Pull
• Pressure Ridges
• Open Lead
Sled
Design
th
5
Grade examples
Life science:
 Construct models of the different systems in the human body
(working maybe?)
 Design a knee brace only using given materials
 Design an alien species describing it’s internal organs
Earth science:
 Design and build working models of weather instruments, and
record data over a period of time
 Design and build a working model of the water cycle
 Design and build a landing system for the Mars rover
 Build a water filtration system
5th grade: Science/Engineering/Math
21st Century Learning Skills:
• Critical Thinking
• Creative Thinking
• Collaboration
• Communication
Objective:
To work collaboratively through the
engineering design process to design
a knee brace that will limit the range
of motion of an injured knee.
EIE.org
Constraints:
• Three days to design and build
• One day to test range of motion
using a goniometer
• Can only use materials provided
by the teacher
Challenge:
To design your knee brace so that the
range of motion of the brace only
allows the injured knee to bend
backward. Points awarded for range
of motion.
Knee Brace Design
6th Grade Examples
 Design and build earthquake safe structures (EIE.org)
 Design and build a model that shows Pangaea and the
current location of continents
 Design and build solar houses and/or solar ovens
(EIE.org)
 Design a method for cleaning up an oil spill (eie.org)
 Build a working model that shows the three different
types of plate boundaries.
 Invention fair
6th grade: Science/Engineering/Math
21st Century Learning Skills:
• Critical Thinking
• Creative Thinking
• Collaboration
• Communication
Objective:
To design and build a bridge with a
given budget, to purchase materials,
that must withstand a specified
amount of weight and meet all
length, height, and width
requirements
Constraints:
• $1,500,000 to spend on materials
• Only cardboard, toothpicks, and
glue can be used
• Two days to design
• Four days to build
• Follow all job descriptions
Challenge:
To see how much weight your bridge
can withstand before it breaks
Bridge Design
Across grade levels
 3x5 card towers
 Bridge building
 Parachute building
 Egg drop container
 Look at teacherspayteachers, EIE.org, and Google for
many, many more
3x5 card towers
Bridge
Building
Claim Reading
“Students can read closely and analytically to
#1
ELA Claims
comprehend a range of increasingly complex literary
and informational texts.”
Claim Writing
“Students can produce effective and well-grounded
#2
writing for a range of purposes and audiences.”
Claim Speaking and Listening
“Students can employ effective speaking and
#3
listening skills for a range of purposes and
audiences.”
Claim Research/Inquiry
#4 “Students can engage in research and inquiry to
investigate topics, and to analyze, integrate, and
present information.”
50
Math Claims
*
Claim
#1
Concepts & Procedures
Claim
#2
Problem Solving
“Students can solve a range of complex well-posed problems
“Students can explain and apply mathematical concepts and
interpret and carry out mathematical procedures with
precision and fluency.”
in pure and applied mathematics, making productive use of
knowledge and problem solving strategies.”
Claim
#3
Communicating Reasoning
“Students can clearly and precisely construct viable arguments
to support their own reasoning and to critique the reasoning
of others.”
Claim
#4
Modeling and Data Analysis
“Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve
problems.”
51
ELA Shifts
1. Informational Text
Building knowledge through
content-rich non-fiction.
2. Evidence from Text
Reading, writing, and speaking
grounded in evidence from text,
both literary and informational.
3. Text Complexity
Regular practice with complex
text and its academic language.
Math Shifts
1. Focus
Narrow the scope of content
and deepen how time and
energy is spent.
2. Coherence
Integration across grades &
subject areas.
3. Rigor
Conceptual understanding,
procedural fluency, and
application of skills in problem
solving situations.
4 Domains
*
Students
Content
Instruction
& Pedagogy
Claims &
Assessment
Knowing your students and attending to all
strengths and needs
Strong content knowledge
Use of effective instructional strategies and
Depths of Knowledge (DOKs)
Incorporating the 4 SBAC Claims and multiple
types of formative and summative assessments
53
Webb,
54
Why Teach Inquiry Science and
Engineering?
STEM Proficient Students
Investigators and
Problem Solvers
Logical Thinkers
Effective
Communicators
Technologically, Scientifically,
and Mathematically Literate
Questions to Ponder
 Where do your students particularly struggle?
 Where do your students excel?
 How would integrating engineering practices into your curriculum help your
students in the areas they struggle?
 How would integrating engineering practices into your curriculum help your
students further excel?